Design The Online Learning Activity To Promote The Critical Thinking

Facing the rapid development of informational society, the renewal speed of knowledge is more quickly, people need a more efficient way to filter, handling and processing information, make its service to people’s study and life, based on the higher-order thinking of critical thinking and the cultivation of information literacy will helps people with more flexible and efficient way to obtain information and process information, turning the human brain consists of simple processing workshop into a complex information processing center. However, today, new digital learning way was represented by the networked learning, for the exploration of critical thinking cultivation mechanism is rare, and most of the study just mentioned the content of concept level, such as meaning,strategies etc. the content of design the online learning activities to promote the development of critical thinking were too small, this article will explore the method of design online learning activities to promote critical thinking, and verifies the effect.This article use the design research methods to study, through the analysis of existing research, proposed the use of problem-solving approach to promote the development of learners’ critical thinking, let learners thinking and judgment the views of others information in the process of solving practical problems, the article based on this study, constructed the learning activity model based on solving-problem to promote the development of critical thinking to solve, this model as a guide in post-graduate courses of educational technology The Principle of Modern Education Technology with the curriculum design and practice. Five learning theme were total produced 745 complete significance of data, using Newman critical thinking content analysis model to collected, classified and analyzed the online learning learner data.in order to clarify the role of model for promoting the development of critical thinking, this study analyzes the several aspects from the learners’ whole class depth changes of the critical thinking, individual depth changes of critical thinking, each dimension depth changes of critical thinking, quantity level distribution and changes of critical thinking, the influence of learners’ participation on the depth of critical thinking, and analyzed the process of knowledge constructing changes of the typical case through the form of the case analysis.By conducting five thematic learning activities, the results showed that:First, whether the class learners overall depth, individual learners’ critical thinking depth and the depth of the dimensions or critical thinking has a more significant growth; Second, from the point of critical thinking level, its hierarchy between elementary and intermediate level ratio are decreases, senior level for a growing proportion are increase, the proportion of high-quality critical thinking tended to increase; Third, the depth of the learners’ participation and its critical thinking has internal consistency, namely the more positive the higher the critical thinking depth; Fourth, from the point of the knowledge construction process, through the application of the model the learner knowledge construction process of the solution to the problem becomes more complex and diverse, and the number of high-level cognitive activities are gradually increase.